Board reviews reading and math goal progress; literacy training and interim math assessments highlighted
June 24, 2025 | DICKINSON 1, School Districts, North Dakota
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District staff presented the board with the latest measures tied to board goals for reading (K–3 proficiency) and math (eighth-grade proficiency), outlining instructional changes, professional development and assessment alignment activity.
On reading, the presenter said the district has seen upward movement in multiple grade-level measures since the 2022 baseline. Staff reported that more than 60 teachers completed two years of LETRS training (roughly 150 hours of professional development over two years), and the district implemented CKLA this year — a resource with skills and knowledge components intended to support decoding, fluency and comprehension. Principals identified fluency as an area of concern during winter assessments and encouraged teachers to implement strategies to improve reading rate and accuracy, the presenter said. The district will move to state interim assessments next year that staff expect to better align with state standards and the end-of-year summative assessment.
On math, the presenter said the district has less summative data available because of recent assessment changes but highlighted a positive change for economically disadvantaged students in fifth grade from a 33% baseline (2022) to 46% this spring. Staff said they will begin a two-year math curriculum review with state grant support, starting with coach-led professional development this summer and continuing with training for interventionists, LD teachers and classroom teachers.
Board members asked clarifying questions about assessment timing and interpretation; staff cautioned that new state assessments (MBA Plus and different interim cut scores) make year-to-year comparisons imperfect until cut scores are finalized.
On reading, the presenter said the district has seen upward movement in multiple grade-level measures since the 2022 baseline. Staff reported that more than 60 teachers completed two years of LETRS training (roughly 150 hours of professional development over two years), and the district implemented CKLA this year — a resource with skills and knowledge components intended to support decoding, fluency and comprehension. Principals identified fluency as an area of concern during winter assessments and encouraged teachers to implement strategies to improve reading rate and accuracy, the presenter said. The district will move to state interim assessments next year that staff expect to better align with state standards and the end-of-year summative assessment.
On math, the presenter said the district has less summative data available because of recent assessment changes but highlighted a positive change for economically disadvantaged students in fifth grade from a 33% baseline (2022) to 46% this spring. Staff said they will begin a two-year math curriculum review with state grant support, starting with coach-led professional development this summer and continuing with training for interventionists, LD teachers and classroom teachers.
Board members asked clarifying questions about assessment timing and interpretation; staff cautioned that new state assessments (MBA Plus and different interim cut scores) make year-to-year comparisons imperfect until cut scores are finalized.
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